Innovating the teaching of genetics: a STEAM (science, technology, engineering, art, and mathematics) proposal for bachelor of biology

Abstract

This study examines the tangible impact of the STEAM (science, technology, engineering, art, and mathematics) educational model on the teaching of genetics. This complex discipline requires the development of practical skills, critical thinking, and creativity rather than mere conceptual memorization. By integrating science, technology, engineering, art, and mathematics into a project applied to a real-life problem, the potential for meaningful, interdisciplinary, and context-specific learning is demonstrated. The development of a practical project, which includes diagnostic assessments, research, apparatus construction, and experimentation, reveals the acquisition of scientific knowledge and practical skills, with an overwhelmingly positive assessment of the experience. Although challenges are identified in the management of equipment and resources, it is recommended to strengthen interdisciplinary teaching, ensure resource availability, encourage metacognitive reflection, and continue the rigorous evaluation of these experiences. The main conclusion is that STEAM promotes deep learning.